In this chapter the final two dimensions of the TLC are analysed. The four discourse unit functions within those dimensions are once again approached via prototypical discourse units, and task, level of examination and grade of exam are considered as potential sources of variation. Importantly, Narrative emerges in this chapter as a function at the macro-structural level. The analyses show variation by task, level of exam and attainment, and show clearly how the scaffolding behaviour of the examiner influences the selection of micro-structural discourse functions that have an impact on the macro-structural functions present. The chapter argues for the salience of the cooperative principle from Gricean pragmatics as a key organising principle in the discourse observed.

This chapter tests the short-text MDA approach at the micro-structural (turn) level in the TLC. The L2 (examinee) and L1 (examiner) turns are treated separately in an exploration of the discourse functions that are present for each type of speaker. A range of metadata variables are explored to see what effect they have on the use of micro-structural discourse functions. The analysis of learner language finds and discusses six dimensions of functional linguistic variation (L2 communicative functions). When metadata is considered, the findings show variation in learner discourse functions based on the learners’ overall mark and proficiency level in different task types. Functional variation attributable to different L1 backgrounds is also observed. Examiner turns reveal distinct repertoires of discourse functions compared to learners, suggesting the influence of social roles on the discourse of both. Narrative elements are discovered at the micro-structural level. The study sets the stage for further chapters that will explore discourse functions at the macro-structural level, considering their implications for our understanding of discourse analysis and its sensitivity to various factors such as role, proficiency and task.